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“Building on our Success... To Improve Student Performance” August 29, 2005.

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Presentation on theme: "“Building on our Success... To Improve Student Performance” August 29, 2005."— Presentation transcript:

1

2 “Building on our Success... To Improve Student Performance” August 29, 2005

3 30 Years of Service

4 1975 – The Beginning Bob Baldes Paula Blinkinsop Dianna Erpelding Nancy Hawley Diane Holmes Dave Krupke Joyce Leavell Tete Long Joan Marttila Donna Moore Vicki Nimmo James O’Hare Jacquie Schiernbeck Linda Shaw Carolee Stanley Ann Stern Edmund Szypulski Jim Teel Gary Tschantz Lonnie Wilson 3

5 Thirty Years of Service Bob Baldes Paula Blinkinsop Nancy Hawley Diane Holmes Dave Krupke Joyce Leavell Tete Long Joan Marttila Vicki Nimmo James O’Hare Jacquie Schiernbeck Carolee Stanley Jim Teel Gary Tschantz Lonnie Wilson 3

6 Thirty + Years of Service Bob Baldes Diane Holmes Dave Krupke Tete Long Joan Marttila James O’Hare Jacquie Schiernbeck Carolee Stanley Jim Teel Gary Tschantz Lonnie Wilson 3

7 Making a Difference

8 New Staff Caroline Appel Speech-Language Pathologist Ryan Gonzalez Social Worker Heather Johnson Secretary Scot Johnson Webmaster 15

9 New Staff Nikki Keraus Early Childhood Special Educator Linda Mannhardt Quality Learning Consultant Nancy McConnell Speech-Language Pathologist Geri Massey Special Education Consultant

10 New Staff Janet Stos Quality Learning Consultant Edmund Szypulski Speech-Language Pathologist Daniela Thome Parent as Teacher Educator Dennis Pluym Information System Support Technician

11 New Staff Jabari Woods Social Worker Michael Williams Custodian Michelle Wehr Transition Specialist

12 Are we there yet?

13 Continuous Improvement “Those who launch revolutions, dramatic change programs, and wrenching restructuring will almost certainly fail to make the leap from good to great.” – Jim Collins “Good to Great” Re-Organization vs. Organizing for Success 1

14 Deming Life Cycle Start Peak Decline Re-invent

15 Success is the Devil “The most stubborn habits which resist change with the greatest tenacity are those which worked well for a space of time and led to the practitioner being rewarded for those behaviors. If you suddenly tell such persons that their recipe for success is no longer viable, their personal experience belies your diagnosis. The road to convincing them is hard. It is the stuff of classic tragedy.” – Jamshid Gharajadaghi Systems Thinking – Managing Chaos and Complexity

16 “The World is Flat” People to people connectivity Application to application connectivity New ways to collaborate and share knowledge/work “The world has been flattened by the convergence of ten major political events, innovations, and companies.” – Thomas Friedman 4

17 ... And So Is Iowa AEA Mergers AEAStudentsAEAStudents 11117, , , , , , ,386 52,75274,270 2

18 Trends   Technology/Private Providers   Specialization is essential   Knowing your customer 3

19 Our Mission... What is our primary purpose? “... improve teaching and learning for all students... ” 3

20 Ends vs. Means Ideal Workplace Essential, but not sufficient! Customer Satisfaction Essential, but not sufficient! Willing Worker Essential, but not sufficient! 4

21 Customers and Owners Customer = to whom we provide services Owner = to whom we are responsible What difference? For whom? At what cost? 3

22 Our Owners and Customers For whom will we make a difference,   Students, teachers, administrators what difference will we make,   improved teaching and learning and at what cost?   value added efficiency The mission of the Mississippi Bend Area Education Agency is to improve teaching and learning for all students through active partnerships and assertive leadership in a climate of mutual respect. 5

23 The Brutal Facts “All good to great companies began the process of finding a path to greatness by confronting the brutal facts of their current reality.” – Jim Collins The Process Lead with questions, not answers Engage in dialogue and debate, not coercion Conduct autopsies, without blame Build “red flag” mechanisms 5

24 AEA 9 Reading Performance Grades 4, 8, and 11 Based on aggregate averaging of Iowa Test grade level sub-group data Proficiency Rate 3

25 AEA 9 Reading Performance Grades 4, 8, and 11 Based on aggregate averaging of Iowa Test grade level sub-group data Proficiency Rate 3

26 AEA 9 Reading Performance Grades 4, 8, and 11 Based on aggregate averaging of Iowa Test grade level sub-group data Proficiency Rate 3

27 AEA 9 Reading Performance Grades 4, 8, and 11 Based on aggregate averaging of Iowa Test grade level sub-group data Proficiency Rate

28 AEA 9 Math Performance Grades 4, 8, and 11 Based on aggregate averaging of Iowa Test grade level sub-group data Proficiency Rate

29 AEA 9 Science Performance Grades 8 and 11 Based on aggregate averaging of Iowa Test grade level sub-group data Proficiency Rate

30 What does the data tell us? We can make a difference! We can make a difference! We still have work to do! We still have work to do! 2

31 “One Thing...”

32 “A customer never invented a new product or service.” – Dr. Deming

33 Hedgehog Concept “The fox knows many things, but the hedgehog knows one big thing.” “The Hedgehog and the Fox” Isaiah Berlin

34 Hedgehog Concept What are you deeply passionate about? What drives your economic engine? What can you be the best in the world at? 3

35 Our One Thing... Effective Schools High Level of Learning for all Students Passion Customized Programs and Services Best in the World Value Added: Effective and Efficient Services Economic Engine 4

36 Change and Accountability The school is the unit of change and accountability Deming’s Profound Knowledge System Appreciation Solution Focus Strengths No Child Left Behind AYP - SINA 4

37 Planning Process Define Effective Schools – –Goal: High Levels of Learning for All Students   Field Input/Validation – –Internal and External Customers Programs and Services that Support High Levels of Student Learning Effective and Efficient Delivery of Services 4

38 Schools In Need of Assistance James O’Hare Nancy McIntire

39 Schools In Need of Assistance James O’Hare & Nancy McIntire

40 No Child Left Behind Purpose Purpose –“... to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging... Academic achievement standards and academic assessments...”

41 SINA Time Line Identification by Iowa Dept. Ed. as Watch List School (Year 1) Identification by Iowa Dept. Ed. as Watch List School (Year 1) Identification as SINA school (Year 2) Identification as SINA school (Year 2) Develop Two Year Action Plan to address needs (Year 2) Develop Two Year Action Plan to address needs (Year 2) Implement Action Plan (Year 2) Implement Action Plan (Year 2) Monitor progress, adjust and update plan (Year 3) Monitor progress, adjust and update plan (Year 3)

42 School Criteria Year 1 (Watch List) AMO (Reading, Math) Grades 4, 8,11 not meeting trajectory. Or identified sub groups do not meet (Annual Measurable Objectives) AMO (Reading, Math) Grades 4, 8,11 not meeting trajectory. Or identified sub groups do not meet (Annual Measurable Objectives) Or does not meet participation requirements. Annual Yearly Progress Report (AYP) Annual Yearly Progress Report (AYP) Year 2 (SINA) AMO (Reading, Math) Grades 4, 8,11 not meeting trajectory. Or identified subgroups do not meet AMO. AMO (Reading, Math) Grades 4, 8,11 not meeting trajectory. Or identified subgroups do not meet AMO. AYP Report Required Action Plan Year 3 (SINA) AYP Report, Action Plan and Title 1 School Choice

43 NCLB District Criteria Year 1 (Watch List) Year 1 (Watch List) Does not meet AYP in Reading and Math in fourth, eighth, eleventh grades and/or sub groups within grades. Or does not meet Graduation rate (9-12) of 95%. Or does not have a Testing Participation rate of 95%. Or low Daily Attendance at Elem./MS Does not meet AYP in Reading and Math in fourth, eighth, eleventh grades and/or sub groups within grades. Or does not meet Graduation rate (9-12) of 95%. Or does not have a Testing Participation rate of 95%. Or low Daily Attendance at Elem./MS Year 2 (SINA) Year 2 (SINA) Does not meet any individual criteria the second year. Does not meet any individual criteria the second year. Action Plans developed for the district and schools.

44 Notice to Parents Timely Timely Appropriate Appropriate Often with additional letters and presentations Often with additional letters and presentations –Kindergarten parents –ELL parents Expect new examples of letters from DE Expect new examples of letters from DE –More information about schools of choice (e.g., scores, services) –Expand on successes of your own school –Reminders about transportation

45 Parental Choice All buildings have “choice” letters on file in the Title I office at the DE All buildings have “choice” letters on file in the Title I office at the DE Less than 20 students in state have chosen to attend another site Less than 20 students in state have chosen to attend another site

46 Before and After School Varies by school Varies by school Collaborations with community Collaborations with community Professional development of staff Professional development of staff Often not funded by SINA dollars Often not funded by SINA dollars

47 AEA – Iowa Technical Support Team Technical Team Leadership – Quality Learning and Special Education Technical Team Leadership – Quality Learning and Special Education - Audit - Diagnosis - Action Planning - Implementation - Monitoring

48 Recurring Themes SINA support team – invaluable SINA support team – invaluable SINA Process – very helpful SINA Process – very helpful Iowa Professional Development Model Iowa Professional Development Model Administrative leadership at the building and district level impacts success Administrative leadership at the building and district level impacts success Functional leadership team most effective at building level Functional leadership team most effective at building level Desire to build their own capacity to do the work Desire to build their own capacity to do the work –USE data to impact instruction - analysis

49 Success of Initiative Use of data to make decisions and impact instruction Use of data to make decisions and impact instruction Ownership of staff for the problem and the solution Ownership of staff for the problem and the solution Collaboration time – peer coaching Collaboration time – peer coaching Engagement in targeted PD Engagement in targeted PD Fidelity to the implementation of the initiative Fidelity to the implementation of the initiative Principal as leader of learning – assuring Principal as leader of learning – assuring distributive leadership distributive leadership Celebration of accomplishments Celebration of accomplishments

50 Audit and Diagnosis Process In-depth In-depth Helpful Helpful –Especially in schools where leadership team was invested in the process

51 Designing the Action Plan Appreciation for format Appreciation for format Importance of teacher involvement Importance of teacher involvement –Ownership The SINA plan became THE building plan in the schools The SINA plan became THE building plan in the schools Plans Plans –Mentoring –Parent Involvement –SBR –Student Achievement is Positively Impacted

52 Teacher Mentoring Mentoring Mentoring –New teachers –Experienced teachers – peer coaching, collaboration time Focus by Federal Government Focus by Federal Government –Action plan must reveal it –Guidelines provided by Title I

53 Scientifically Based Research Most could document Most could document Emphasis on SBR of content network and state initiatives (Every Child Reads, Reading First, Every Student Counts) Emphasis on SBR of content network and state initiatives (Every Child Reads, Reading First, Every Student Counts) Need for SINA plan to specifically address evidence of effectiveness Need for SINA plan to specifically address evidence of effectiveness

54 Implementation and Assessment Ongoing participation of Iowa Support Team Members Ongoing participation of Iowa Support Team Members –“Kept us focused on our action plan” and moving forward Assistance in analysis of implementation data for some schools Assistance in analysis of implementation data for some schools Reminding them to celebrate their successes Reminding them to celebrate their successes

55 Implementation Most schools have on- going study of implementation Most schools have on- going study of implementation –Logs –Walk-throughs –High expectations of administrators and leadership teams Need to provide assistance for those who do not implement with fidelity Need to provide assistance for those who do not implement with fidelity

56 Connecting to Initiatives/Decisions Tendency to continue existing initiatives/decisions where appropriate Tendency to continue existing initiatives/decisions where appropriate –Every Child Reads, Reading First –Textbook adoptions –Edison Project Connected to New Initiatives Connected to New Initiatives –Every Student Counts Saw (and appreciated) connections of state initiatives Saw (and appreciated) connections of state initiatives –CSIP, IPDM, Learning Supports

57 Need for Professional Development Aligned to area of need Aligned to area of need Data analysis Data analysis Analysis of implementation data Analysis of implementation data

58 Policies and Practices Influenced by Process Increased instructional time Increased instructional time –90 minutes for reading –60 minutes for math –Varying expectations for initiatives Alignment of standards and benchmarks with curriculum, instruction, and assessment – and report cards Alignment of standards and benchmarks with curriculum, instruction, and assessment – and report cards Assessment of implementation Assessment of implementation Collaboration time Collaboration time District direction in instructional focus District direction in instructional focus

59 SINA Funds - Expenditures Funding directed appropriately for professional development and materials Funding directed appropriately for professional development and materials Focus on sustainability Focus on sustainability Next year – clearer guidelines for expenditures Next year – clearer guidelines for expenditures

60 Parent Involvement More activities than plan reveals More activities than plan reveals Math nights Math nights Reading to Your Child and Loving It Reading to Your Child and Loving It Lunch bag leaders Lunch bag leaders Parent outreach Parent outreach Unpack Your Back Pack Unpack Your Back Pack “Thursday” folders “Thursday” folders Strategies to help students at home Strategies to help students at home

61 Making A Difference “Being designated a school in need of improvement was a blessing in disguise.” Building Principal – DE Title 1 Visit

62 Partnerships

63 We have a long history of making a real difference... Personal Commitment Openness “Working together... improving teaching and learning” 3

64 Have a great year. 52,386 kids depend on us!


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